TPACK Needs and Challenges

TPACK Needs and Challenges in Mathematics and Science Instruction

An effective teacher demonstrates high levels of knowledge in content, pedagogy, and technology. This is especially true for teachers of mathematics and science. According to Roblyer and Doering (2013) "Technologies are an integral part of modern mathematic education and science education because they are essential in the fields themselves." (p. 324) Therefore, using technology in mathematics and science classrooms is aligned with professional standards. Professional standards for teachers also indicate the reciprocal interaction between content, pedagogical, and technological knowledge. One way to analyze this triadic relationship is with the TPACK model. 

Figure 1. TPACK Venn Diagram. Reproduced by permission of the publisher, © 2012 by tpack.org Retrieved August 26, 2014 from http://mkoehler.educ.msu.edu/tpack/using-the-tpack-image/ 

Technological Pedagogical Content Knowledge (TPACK) is what teachers know about using technology to teach content. (Koehler & Mishra, 2009) Mathematics and science instruction includes the following needs and challenges associated with TPACK:

Mathematics and Science Content Knowledge

Mathematics and science are areas where change in content is continuous. Roblyer and Doering (2013) state "But even for mathematical and science concepts (arithmetic or the laws of physics) that do not themselves change, the set of concepts and skills students will be required to learn has grown and changed over time and will continue to do so. (p. 324) Therefore in order to prepare students for a future workforce in these fields, teachers must stay current with recent research and developments related to content.

Mathematics and Science Pedagogical Knowledge

Technology has changed the way we teach and learn. Therefore, educators  "must teach in ways that are engaging and motivational, yet highly effective in raising achievement." (Roblyer & Doering, 2013, p. 324) Online pedagogy has become increasingly popular and commonplace. Teachers must familiarize themselves with digital and virtual learning environments.

Mathematics and Science Technical Knowledge

Integrating technology in instruction means understanding fundamentals like process and mechanics related to devices and  software. As stated by Roblyer and Doering (2013) "In order to teach students to use the technology tools of mathematics and science, teachers must become masters of these tools."  (p. 324) In other words, teachers must become students themselves, in the world of software, computers, and technology.

Strategies for Improving Tech-PACK in Mathematics and Science Instruction

In addition to staying current on recent research, pedagogy, and technical skills, teachers must be self-directed learners and advance their careers with professional development and self-reflection. Roblyer and Doering (2013) write "After reflecting on their Tech- PACK, teachers must seek out opportunities to help them move their self- identified Tech- PACK to the optimal zone: the intersection of knowledge of all three components ( content, pedagogy, and technology)."  (p. 324) Ultimately, a dynamic and effective educator in the digital age develops the triad of knowledge that includes content, pedagogy, and technology. 

Reference

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved August 22, 2014 from http://www.ithaca.edu/gradcomputer/tpack_article.pdf

Roblyer, M. D., & Doering, A. H. (2013). Teaching and Learning with Technology in Mathematics and Science. Integrating educational technology into teaching (6th ed., pp. 308-327). Boston: Pearson/Allyn and Bacon Publishers.